Conference Session

Engineering Ethics and Global Issues

Collection

2007 Annual Conference & Exposition

Authors

Christan Whysong, Virginia Tech; Jenny Lo, Virginia Tech; Kumar Mallikarjunan, Virginia Tech

Tagged Divisions

Engineering Ethics

, associate professor of Biological Systems Engineering at Virginia Tech, is interested in improving the bioprocess curriculum using a spiral themed approach. Page 12.854.1© American Society for Engineering Education, 2007 Improving Ethics Studies through a Spiral Themed Curriculum: Implementing Ethics Discussion at the Sophomore LevelAbstractTo enhance ethics training during the undergraduate career, engineering ethics material shouldbe presented throughout the engineering curriculum. In continuation of the Department LevelReform (DLR) project, funded by the National Science Foundation (NSF), two departments

Conference Session

Engineering and Sustainability

Collection

2007 Annual Conference & Exposition

Authors

Juan Lucena, Colorado School of Mines; Carl Mitcham, Colorado School of Mines; Jon Leydens, Colorado School of Mines; Junko Munakata-Marr, Colorado School of Mines; Jay Straker, Colorado School of Mines; Marcelo Simoes, Colorado School of Mines

Tagged Divisions

Engineering Ethics

education needs to be re-designed to meet a new social context and prepare for new career paths [38-44]. For example, the Page 12.1488.6National Academies have recommended that S&E graduate programs “provide options thatallow students to gain a wider variety of academic and other career skills [in order] to producescientists and engineers who are versatile” [38], p. 78]. They have also called on private andpublic funding agencies to adjust their support mechanisms to include new forms of funding forthis purpose. The NSF has in part responded to such calls with the creation and continuation ofthe Interdisciplinary Graduate Education Research

Conference Session

Engineering and Sustainability

Collection

2007 Annual Conference & Exposition

Authors

Brock Barry, Purdue University; Aman Yadav, Purdue University

Tagged Divisions

Engineering Ethics

, this provides us with a good starting point to thinkabout how cases can be effectively integrated in engineering ethics as an instructional method.ConclusionWhile case-based instruction is clearly the most commonly employed method of ethicsinstruction in the engineering curriculum, it is by no means the only method. Other methods ofintegrating ethics into the engineering curriculum include the use of external course work (e.g.,philosophy classes), service-learning projects, team-based senior design course work, and theacross the curriculum approach (integration of ethics in multiple courses throughout theacademic career). However, we know little about whether or not the use of case studies is betterthan the other methods of ethics

Conference Session

Engineering Ethics and Global Issues

Collection

2007 Annual Conference & Exposition

Authors

Roobik Gharabagi, St. Louis University

Tagged Divisions

Engineering Ethics

engineers wouldbe facing during their careers. Important topics related to patentability of a product and/orprocesses, steps in patenting process, disclosure issues, duration of a patent, and costassociated with patenting are covered. These types of legal exercises provide theopportunity for students to experience many of the legal issues/considerations faced bypracticing engineers. Evaluation of students understanding of covered material is carriedout in a quiz at the conclusion of the workshop. The results of the evaluation phase areused to provide feedback to further improve programs’ stated outcomes and objectives.Many aspects of engineering practice such as safety, environmental, political, social,economical are also discussed in various

Conference Session

Teaching Ethics

Collection

2007 Annual Conference & Exposition

Authors

Waleed Abulfaraj, King Abdulaziz University; Mohamed Hassan, Alexandria University, Egypt

Tagged Divisions

Engineering Ethics

and professionalresponsibilities” means consistent with ABET’s intent3.Even when the different engineering programs include ethics elements in their curricula, it isusually argued that the true test of engineering ethics education is how graduates behave in theworkplace during their careers, which is a difficult outcome to measure a priori3. Besides, evenif the student provides a creative solution to a posed ethical dilemma, there is no assurance thathe or she could carry that solution to completion or behave in an ethical manner when confrontedwith a dilemma in practice.Finally, it needs to be stressed that because engineering ethics is highly situationally dependent,the exact characterization for assessment purposes may be imprecise. In